A Modular Approach in Teaching Statistical Hypothesis Testing

Abstract

INTRODUCTION

The use of self-instructional materials plays an important role in the teaching and learning process. In the absence of a teacher, a modular approach is found to be a significant substitute to the traditional method. This study aimed at finding whether learners will perform better when the modular approach will be used in teaching statistical hypothesis testing.

METHODS

Following the Understanding by Design (UbD) framework, a learning module was developed in teaching statistical hypothesis testing to Grade 11 students of Cuenca Senior High School. The module developed was checked three teachers from a private/international school. Since the teacher was not around to attend the Regional Mass Training of Senior High School Teachers (MTOT), the module was used for 10 days by 155 Grade 11 TVL, ABM, and HUMSS students. Paired observations using pre and post-test mean percentage scores were analyzed.

RESULTS

Results showed that learners scored higher after using the learning module. There was an average of 17. 2% increase or gain score from the pre to the post-test. However, scores showed below mastery level. Moreover, results indicated that on the average, ABM students scored higher than their TVL and HUMSS counterparts.

DISCUSSIONS

These findings support the use of the module in teaching the topics. Results indicated an increase from pre to post-test MPS. This shows that the use of the module had a positive effect on students' knowledge of hypothesis testing. This may be used as an example for future learning modules that will be created when there is an extended absence of teacher in the classroom. Nonetheless, it is recommended that interventions be given to learners based on further analysis of scores.